These letters are of paramount importance insomuch as they put in context the overarching achievements of the nominee and draw committee members’ attention to evidence in the submission from the author’s/authors’ point of view. It does this by highlighting pertinent teaching and educational leadership accomplishments, digests of teaching metrics and testimonials, as evidenced in the file.

(b) Statement of Teaching Philosophy: (Prepared by nominee)

The nominee prepares a statement of teaching philosophy explaining her general approach to teaching and guidance of students. It can also be used to draw attention to special efforts and strategies employed by nominees in their enhancement of knowledge and material delivery.

(c) Description of New or Innovative Teaching Initiatives and Strategies: (Prepared by nominee)

In this section, nominees elaborate on new and innovative initiatives and strategies they developed or co-developed for the purpose of enhancing delivery of course content or knowledge. [New courses do not belong here – see (f).] Elaborations should explain how these initiatives and strategies fulfill the nominees’ statements of teaching philosophy. It should be noted that initiatives in establishing or overhauling undergraduate or graduate programs, when well reasoned and cast in light of the stated teaching philosophy, should be included here.

Explain if possible how your nominees’ activities and vision have had an impact on students and colleagues. The activities may include participation in educational colloquies or conferences, guidance of new hires or of teaching assistants, active participation on curriculum committees, and mentoring of graduate students hired as sessional lecturers.

(f) Metrics on Teaching: (Prepared bydean or nominating colleague)

Tabulate all courses taught by year, the language of instruction, their level, whether the course is compulsory or elective, and the number of students in each offering. Highlight and comment on special efforts given to preparation of new courses. Indicate sections of courses offered by nominees both in French and English.

Provide a summary of teaching evaluations, (the evaluations themselves should be included in an appendix) with enough depth to ascertain sustained good evaluations. Please note that past committees have traditionally taken into account the level of the course, whether the course is compulsory or elective, the number of times it has been offered and progression of the evaluations in the course, the number of students in the course and the number of respondents, and the workload of nominees. Consequently, it is vital to include comments by someone very familiar with these aspects.

(g) Testimonials

Signed Letters from ColleaguesInclude a few letters from colleagues highlighting the accomplishments and impact of nominees on academic teaching, development of courses and curriculum. Vague statements of support are not informative or helpful.

Signed Letters from Students (Faculty or departmental student associations could be involved in organizing these)Include a few letters from past and present students highlighting the impact nominees had on their education, learning, and appreciation of the material taught. Please note that letters of support from students who are currently being taught should be avoided in order to eliminate the perception of coercion. Again, vague statements of support are not informative or helpful.

NOTE: DOSSIERS ARE TO BE SUBMITTED BY E-MAIL AT THE FOLLOWING ADDRESS: apuo@uottawa.ca .